The principle underlying the development of the ACT derives from the work of E. F. Lindquist (1901–1978). Lindquist, a pioneer in educational measurement and a cofounder of ACT, devoted much of his professional life to demonstrating that the best way to gauge students’ readiness for college is to measure as directly as possible their mastery of the knowledge and skills required for success in college studies. The tests of educational development in the ACT measure a broad range of educationally significant knowledge and skills. The tests emphasize such proficiencies as reasoning, analysis, problem-solving, and integration of information from various sources, as well as the application of these proficiencies to the kinds of tasks that college students are expected.
